Service Learning
Increasing Student Motivation in Science
Through the Integration of Service Learning Projects
Keri Shedden
Graduate School of Education, Brooklyn College, Bedford Avenue,
Brooklyn, New York
December 10, 2011
Abstract: This study will focus on the problem of decreasing student motivation towards the life sciences within the urban school district. Student engagement and motivation will be promoted through the integration of service learning projects into the curriculum. The success of the community service component of the course will be identified through the observations and data that are received through an action research study that is implemented at an urban high school. Community service projects that are relevant to the course content foster student experiences that make scientific concepts more meaningful and relevant. When a student feels a personal connection to the subject, levels of motivation will naturally increase as well as a responsibility to comprehend the subject matter at a deeper level. The results of this study did indicate that active participation and intrinsic learning were indeed an outcome of a curriculum based service-learning project. Not only were motivation levels elevated but academic performance also increased. In a society that is experiencing a decline in scientific literacy, this study demonstrated the usefulness of community service projects as a useful tool for delivering science content in a meaningful manner to the student body of an urban school.
There are many obstacles within the urban school district that prevent educators from creating a meaningful learning experience for students in the science classroom. The environment of the urban community alone makes it difficult for students to find relevance or make connections to the ecological content of the biology course. How does an educator motivate a student to understand the importance of recycling lawn clippings when the majority of them have only
Through the Integration of Service Learning Projects
Keri Shedden
Graduate School of Education, Brooklyn College, Bedford Avenue,
Brooklyn, New York
December 10, 2011
Abstract: This study will focus on the problem of decreasing student motivation towards the life sciences within the urban school district. Student engagement and motivation will be promoted through the integration of service learning projects into the curriculum. The success of the community service component of the course will be identified through the observations and data that are received through an action research study that is implemented at an urban high school. Community service projects that are relevant to the course content foster student experiences that make scientific concepts more meaningful and relevant. When a student feels a personal connection to the subject, levels of motivation will naturally increase as well as a responsibility to comprehend the subject matter at a deeper level. The results of this study did indicate that active participation and intrinsic learning were indeed an outcome of a curriculum based service-learning project. Not only were motivation levels elevated but academic performance also increased. In a society that is experiencing a decline in scientific literacy, this study demonstrated the usefulness of community service projects as a useful tool for delivering science content in a meaningful manner to the student body of an urban school.
There are many obstacles within the urban school district that prevent educators from creating a meaningful learning experience for students in the science classroom. The environment of the urban community alone makes it difficult for students to find relevance or make connections to the ecological content of the biology course. How does an educator motivate a student to understand the importance of recycling lawn clippings when the majority of them have only
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